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312 Wigram T. (1995). A model of assessment and differential diagnosis of handicap in children through the medium of music therapy. In T. Wigram, B. Saperston, & R. West (Eds.), The art and science of music therapy: A handbook (pp. 181-193). Chur, Switzerland: Harwood Academic Publisher. Wigram, T. (2000). A method of music therapy assessment for the diagnosis of autism and communication disorders in children. Music Therapy Perspectives, 18 (1), 13-22. Wigram, T. A. (2002). Diagnostische Evaluierung durch Musiktherapie: Evaluierung und Diagnostizierung von Kommunikationsstörungen und Autismus durch Analyse musikalischer Materials [Diagnostic evaluation of music therapy: Evaluation and diagnostic of communication disorders and autism by analyzing musical material]. In D. Aldridge, & M. Dembski (Eds.), Music Therapy World: Musiktherapie Diagnostik und Wahrnehmung, 72-106. Witten/Herdecke, Germany: Private Universitate Witten/Herdecke gGmbH. Wilcox, M. J., Kouri, T. A., & Caswell, S. B. (1991). Early language intervention: A comparison of classroom and individual treatment. American Journal of Speech-Language Pathology, 1, 49-61. Wilcox, M. J., & Shannon, M. S. (1996). Integrated early intervention practices in speech-language pathology. In R. A. McWilliam (Ed.), Rethinking pull-out services in early intervention: A professional resource (pp. 217-242). Baltimore, MD: Paul H. Brookes Publisher Co. Willer, B., Hofferthy, S., Kisker, E., Divine-Hawkins, P., Farguhar, E., & Glantz, F. (1991). The demand and supply of child care in 1990. Washington, DC: National Association for the Education of Young Children. Williams, D. (1992). Nobody nowhere: The extraordinary autobiography of an autistic. MY, NY: Times Books. Williams, D. (1996). Autism: An inside- out approach. London, Bristol, PA: Jessica Kingsley. Wilson, B. L. (Ed.). (2002). Models of music therapy interventions in school settings (2 nd ed). Silver Spring, MD: The American Music Therapy Association, Inc.
Wimpory, D. Chadwick, P., & Nash, S. (1995). Brief report: Musical Interaction Therapy for children with autism: An evaluative case study with two-year follow-up. Journal of Autism and Developmental Disorders, 25 (5), 541-552. Wolery, M. (1992). Teaching students with moderate and severe disabilities: Use of response prompting strategies. White Plains, NY: Longman. Wolery, M. (1996). Early childhood special and general education. In R. A. McWilliam (Ed.), Rethinking pull-out services in early intervention: A professional resource (pp. 185-216). Baltimore, MD: Paul H. Brookes Publishing Co. Wolery, M. (2000). Behavioral and educational approaches to early intervention. In J. P. Shonkoff & S. J. Meisel (Eds.), Handbook of early childhood intervention (pp. 179-203). NY, NY: Cambridge University Press. Wolery, M., Anthony, L., Caldwell, N. K., Snyder, E. D., & Morgante, J. D. (2002). Embedding and distributing constant time delay in circle time and transitions. Topics in Early Childhood Special Education, 22, 14-25. Wolery, M., Bailey, D. B., & Sugai, G. M. (1988). Effective teaching: Principles and procedures of applied behavior analysis with exceptional students. Boston, MA: Allyn & Bacon. Wolery, M., & Bredecamp, S. (1994). Developmental appropriate practice and young children with special needs: Contextual issues in the discussion. Journal of Early Intervention, 18, 331-341. Wolery, M., & Garfinkel, A. N. (2002). Measuring in intervention research with young children who have autism. Journal of Autism and Developmental Disorders, 32 (5), 463-478. Wolery, M., Strain P. S., & Bailey, D. B. (1992). Reaching potential of children with special needs. In S. Bredekamp, & T. Rosegrant (Eds.), Reaching potentials: Appropriate curriculum and assessment for young children (Vol. 2) (pp. 92-111). Washington, D.C.: National Association for the Education of young Children. Wolery, M., Watson, L., Garfinkel, A. N., Marcus, L., & Coburn, J. (2001). Replication Manual: Center-Based Early Intervention Demonstration Project for Children with Autism. Unpublished Manual. 313
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Institut für Musiktherapie, Lehrst
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iii
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v unique greeting songs implemented
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vii
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ix Experiment I: Teilnehmer dieser
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xi ventionen erfolgreich einzusetze
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xiii Extraordinary thanks to Linn W
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xv 2.1.4.1 Music Therapy and Childr
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xvii 4.5 Discussion ……………
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xix LIST OF TABLES Table 3.1 Partic
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xxi LIST OF FIGURES Figure 4.1 “H
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xxiii Figure 6.12 Percentage of pos
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xxv Video Excerpt 6.6 Ben’s perfo
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xxvii
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2 improve their social skills and a
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4 documented by few (Furman, 2001,
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6 playgrounds promotes the developm
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2. Literature Review 2.1 Early Inte
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programs, is called inclusion (Buys
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acknowledges that each child is uni
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expertise, but may work on the same
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group activities and planning. Teac
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incorporated principles of normaliz
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curricula for young children with s
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questionable reliability, the follo
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Lesson plans addressing communicati
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for students with deaf/hard-hearing
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inclusive preschool settings. A sur
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the three key diagnostic areas (i.e
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2.2.2.2 Language and Communication
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the literature (Baron-Cohen, 1995;
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Autistically Handicapped, 2003b, Kr
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Research including well-controlled
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(…) in a behavioral approach chil
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To date, more empirical data are av
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unstructured learning situations (S
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einforcement, and monitoring ongoin
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choices in certain areas, which mig
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week) have a long-term value for yo
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oy, diagnosed with autism, who was
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Wimpory, Chadwick and Nash (1995) e
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However, this statement does not fi
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Although methods and strategies use
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elate to an adult who is not a teac
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programs are not results of researc
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a sequence (e.g., teeth brushing) a
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The answer? None of the above. In f
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they start playing the instruments
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72 model. The philosophy of the pro
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74 (Bredekamp & Copple, 1997). Indi
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76 1982; Tawney & Gast, 1984; Woler
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78 young adults with mental retarda
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80 (1) Does the use of an individua
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82 Phillip tended to have difficult
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84 and behaviors such as spinning a
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86 4.3.2 Setting Video Excerpt 4.2.
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88 (2) Unique song composed for eac
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Figure 4.2. Transcript of ”Song f
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(2) Practice compact disc (CD) acco
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The teachers were asked to include
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experimental control is achieved. S
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verbal (i.e., “Say, ‘Hello.’
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segments for each target behavior.
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Phillip. Phillip was observed for a
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difficult for Ben. Therefore the ro
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greeting routine. On three occasion
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aseline phase. This observation is
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arrive before Phillip so that he co
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Ben. In the majority of the initial
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From the comments and reports by th
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part would have changed the target
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Rather, it was the intent to demons
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5. Experiment II: Increasing Indepe
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discussed in the toilet training li
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• The social interaction deficits
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procedure. For accidents, verbal re
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Children with autism frequently hav
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was selected for participation in t
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ecause of the teacher’s and paren
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5.3.2 Setting All experimental sess
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5.3.3 Materials Andy was assessed o
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7. Get up (get up) 8. T-Shirt up (p
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(3) Familiar, pre-composed song for
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Task #1: Hand-washing. The already
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equally. The different effects of t
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Appendix B. • Did not do it was r
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Table 5.1. Interobserver agreement
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Number of Independent Steps Alterna
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5.5 Discussion The major purpose of
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In spite of the short intervention
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Therefore, Andy accomplished all st
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From this study, the following conc
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6. Experiment III: Increasing Peer
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programs using an integrated therap
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music center (Music Hut) was design
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gestures and motor actions and used
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turned around in a repetitive patte
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functioning on the Childhood Autism
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Table 6.1. Continued Name Chronolog
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175 Phillip’s (subject 3) “peer
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high school diploma and had been te
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to a tree trunk with wooden mallets
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accessible by a wooden wheelchair r
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183
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185
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Figure 6.3. Transcript of the medle
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Figure 6.4. Transcript of the song
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191
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addressed in the song: improvement
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Lucas. “Lucas’ Dance” is a so
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197
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(5) Practice CD accompaniment by a
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described in the material section)
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• how to communicate a positive a
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experimental control can be achieve
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follows: (a) The observer used a CD
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(2) Task behaviors of teacher and p
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6.4 Results 6.4.1 Interobserver Agr
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interaction appeared slightly lower
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Eric. Eric was observed a total of
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intervention (Condition C) resulted
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small increase in Phillip’s posit
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positive peer interaction and was q
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All data of the target children’s
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Eric. The teachers’ task behavior
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made a difference in Lucas’ posit
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% of Positive Peer Interactions 100
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well as Lucas’ unsupported positi
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% of Positive Interactions and Stay
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100%). The peer-mediated interventi
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Table 6.11. Range (Min% and Max%),
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Eric. Eric was observed a total of
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and engagement ranged from a low of
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Due to the actions that are part of
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What is more, Eric improved his voc
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Both children saw the song interven
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of the song intervention by Phillip
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teacher integrated them into the pr
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Teachers and peers met him on his h
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playground. This finding is consist
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257 We believe your work with the k
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the teacher’s individual working
Page 289 and 290: above conditions and the nature of
Page 291 and 292: 7. General Discussion This cumulati
Page 293 and 294: known if other songs or other inter
Page 295 and 296: collaborative consultation are crit
Page 297 and 298: play, along with the variety of pla
Page 299 and 300: families, the public resources, and
Page 301 and 302: 8. Conclusions The conclusions of t
Page 303 and 304: “In the end, that is the real wor
Page 305 and 306: REFERENCES Aasgaard, T. (1999). Mus
Page 307 and 308: Autism Treatment Center of America
Page 309 and 310: Bornstein, H., Saulnier, K. L., & H
Page 311 and 312: Cambell, M., Schopler, E., Cueva, J
Page 313 and 314: Dalrymple, N. J., & Ruble, L. A. (1
Page 315 and 316: Dunn, W. (1996). Occupational Thera
Page 317 and 318: Geiger, B. F., Artz, L., Petri, C.
Page 319 and 320: Greenspan, S. I., & Wieder, S. (199
Page 321 and 322: Hobson, R. P., & Lee, A. (1998). He
Page 323 and 324: Hwang, B., & Hughes, C. (2000). The
Page 325 and 326: Koegel, R. L., O’Dell, C., & Koeg
Page 327 and 328: Mayer-Johnson, R. (1992). The Pictu
Page 329 and 330: Morrison, K., & Rosales-Ruiz, J. (1
Page 331 and 332: Odom, S. L. (2002). Narrowing the q
Page 333 and 334: Rogers, S. J., & Lewis, H. (1989).
Page 335 and 336: Schuhmacher, K. (1994). Musiktherap
Page 337 and 338: Standley, J. M., & Hughes, J. E. (1
Page 339: Trillingsgaard, A. (1999). The scri
Page 343 and 344: Appendix A: Data Sheet Experiment I
Page 345 and 346: Appendix B: Data Sheet Experiment I
Page 347 and 348: 319 Adults Interaction of peer Inte
Page 349: LEBENSLAUF ________________________
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